Mathematical problem-solving ability using flipping classroom with relating, experiencing, applying, cooperating, and transferring learning strategy

Abstract

Problem-solving is one of the abilities that elementary school students must possess. Students' mathematical problem-solving skills are still low will affect the ability to solve everyday problems. This study examines the theoretical framework of the flipped classroom learning model with the REACT strategy to improve mathematical problem-solving in elementary school students. The method used in this research is a literature study. Data is collected from articles published in various scientific journals and other related sources. The results showed that to improve students' mathematical problem solving can be done through the teaching of mathematics learning for students. The flipped classroom learning model with the REACT strategy is an innovation that uses a learning approach by utilizing technological developments with the concept of learning carried out in pre-class, in-class, and after-class so that learning is student-centered, more flexible, collaborative, active, and meaningful.